Please use this identifier to cite or link to this item: https://repository.isls.org//handle/1/7416
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dc.contributor.authorKim, ChanMin
dc.contributor.authorBelland, Brian R.
dc.coverage.spatialBochum, Germanyen_US
dc.date.accessioned2021-10-09T15:50:12Z
dc.date.accessioned2021-10-09T19:52:53Z-
dc.date.available2021-10-09T15:50:12Z
dc.date.available2021-10-09T19:52:53Z-
dc.date.issued2021-06
dc.identifier.citationKim, C. & Belland, B. R. (2021). Scaffolding Debugging That Uses Tinkering. In de Vries, E., Hod, Y., & Ahn, J. (Eds.), Proceedings of the 15th International Conference of the Learning Sciences - ICLS 2021. (pp. 1099-1100). Bochum, Germany: International Society of the Learning Sciences.en_US
dc.identifier.urihttps://doi.dx.org/10.22318/icls2021.1099
dc.identifier.urihttps://repository.isls.org//handle/1/7416-
dc.description.abstractWe designed scaffolding for debugging that uses tinkering. The scaffolding was implemented in a context for teacher learning of computing education. Data included responses to scaffolding prompts, pair debugging processes recorded through video screencast recording, and interviews. We studied how debugging processes differ where the quality of the rules written to justify debugging success (or unsuccess) differ. Findings are organized around the two paired groups who generated different quality of rules in response to the scaffolding.en_US
dc.format.extentpp. 1099-1100
dc.language.isoen_US
dc.publisherInternational Society of the Learning Sciencesen_US
dc.relation.ispartofProceedings of the 15th International Conference of the Learning Sciences - ICLS 2021.en_US
dc.subjectLearning Sciencesen_US
dc.titleScaffolding Debugging That Uses Tinkeringen_US
dc.typeConference Paperen_US
dc.typePosteren_US
Appears in Collections:ISLS Annual Meeting 2021

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